Russian Federation

Russia's war of aggression against Ukraine has had profound effects on the maritime sector. It directly disrupted maritime activities in the Black and Azov seas, causing the suspension of Ukrainian port operations and agricultural exports. Although an export corridor temporarily resumed activities, the termination of the agreement in July 2023 continues to affect Ukrainian shipping. International sanctions against Russia and Belarus have notably targeted shipowners and shipbuilders, restricting Russian ships' access to OECD ports. These sanctions have also halted orders for Russian ship owners in OECD countries, reducing new orders and vessel completions in Russian shipyards. While global seaborne trade and ship demand remain relatively unaffected, the war has prompted longer-term impacts such as altered trading routes, changes in energy demand and costs, potential implications for maritime decarbonisation, and an increase in 'dark fleet' vessels.

The impacts of the war in Ukraine will be felt severely within OECD economies, especially in border regions on the front-line of the humanitarian refugee crisis. The economic impacts, in particular those driven by rising energy prices, will also be spatially differentiated, affecting some regions more than others. Italy is no exception, with gas-intensive industries concentrated in northern regions, and wheat-based food and farming prevailing in southern regions and islands. While, overall, Russia accounted for a minor share of Italian exports, some regions and industries are more vulnerable than others to falls in bilateral trade, including destinations popular with high per-capita expenditure Russian tourists.

Although the Sustainable Development Goals (SDGs) are not integrated explicitly into the main urban development plans of the city of Moscow, the local government has started using them as a checklist to assess the contribution of its sectoral programmes to sustainable development, as well as related strengths and weaknesses. Moscow presents very positive educational results, low unemployment rates and a strong innovation capacity, but challenges exist regarding sustainable consumption and production, affordable housing and air quality. The SDGs provide a framework to address these challenges in an integrated way and to contribute, in particular, to the sustainable transition of its industrial sector, which accounts for 16% of the city’s value added. The SDGs also allow to promote synergies across the three main urban development plans, catalyse needed investments in sustainability and enhance collaboration with the private sector.

Under Action 14, countries have committed to implement a minimum standard to strengthen the effectiveness and efficiency of the mutual agreement procedure (MAP). The MAP is included in Article 25 of the OECD Model Tax Convention and commits countries to endeavour to resolve disputes related to the interpretation and application of tax treaties. The Action 14 Minimum Standard has been translated into specific terms of reference and a methodology for the peer review and monitoring process. The peer review process is conducted in two stages. Stage 1 assesses countries against the terms of reference of the minimum standard according to an agreed schedule of review. Stage 2 focuses on monitoring the follow-up of any recommendations resulting from jurisdictions' stage 1 peer review report. This report reflects the outcome of the stage 2 peer monitoring of the implementation of the Action 14 Minimum Standard by the Russian Federation.

Over the last few years, social and emotional skills have been rising on the education policy agenda and in the public debate. Policy makers and education practitioners are seeking ways to complement the focus on academic learning, with attention to social and emotional skill development. Social and emotional skills are a subset of an individual’s abilities, attributes and characteristics important for individual success and social functioning. Together, they encompass a comprehensive set of skills essential for students to be able to succeed at school, at work and fully participate in society as active citizens. The benefits of developing children's social-emotional skills go beyond cognitive development and academic outcomes; they are also important drivers of mental health and labour market prospects. The ability of citizens to adapt, be resourceful, respect and work well with others, and to take personal and collective responsibility is increasingly becoming the hallmark of a well-functioning society. The OECD's Survey of Social and Emotional Skills (SSES) is one of the first international efforts to collect data from students, parents and teachers on the social and emotional skills of students at ages 10 and 15. This report presents the first results from this survey. It describes students' social and emotional skills and how they relate to individual, family, and school characteristics. It also examines broader policy and socio-economic contexts related to these skills, and sheds light on ways to help education leaders and policy makers monitor and foster students’ social and emotional skills.